Adding Decimals: 2018 Winter Olympics

02/15/2018
Standards:
•   California Common Core State Standards Mathematics
o   Number and Operations in Base Ten
7.   Perform operations with multi-digit whole numbers and with decimals to
hundredths.
•   Add, subtract, multiply, and divide decimals to hundredths, using
concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the
reasoning used.
•   NOTE: My classroom’s curriculum extends adding decimals to the
thousandths place, therefore I will be including this in the lesson.
•   California English Language Development Standards
o   Elaboration on Critical Principles for Developing Language and Cognition in
Academic Contexts
•   Interacting in Meaningful Ways-Bridging
1.   Exchanging information/ideas
§   Contribute to class, group, and partner
discussions, including sustained dialogue, by
following turn-taking rules, asking relevant questions,
affirming others, adding relevant information,
building on responses, and providing useful feedback

Instructional Type and Content

•   We will start in a large group setting during our warmup.
o   This warmup will be a review of both putting decimals in expanded form and rounding
decimals.
•   We will continue in a large group setting while discussing prior knowledge and learning the
basics of adding decimals.
o   Students will share any prior knowledge they might have about adding decimals.
o   Students will learn the “Line them up, drop them down, fill them in” adding decimals
technique.
•   After, we will move into group work where students will work both independently and in
groups practicing adding decimals by adding Winter Olympic event scores.
•   Finally, students will work independently on an exit ticket to demonstrate level of proficiency.

Classroom Background
•   There are 24 students currently in my 5th grade classroom. Three ELL students (ranging from
early advanced to advanced). Three students with IEPs. One student with social-emotional
challenges. In terms of math, we are currently in the middle of a decimals unit. All students
have accomplished representing decimals as parts of an area, reading and writing tenths,
hundredths, and thousandths, identifying decimal and fraction equivalents, comparing
decimals to thousandths, representing decimals on a number line, ordering decimals, rounding
decimals to the nearest one, tenth, and hundredth, writing decimals in expanded form, and
identifying decimal and fraction equivalents. The students have also been working on adding
decimals in terms of money (hundredths) at my school since the fourth grade, therefor I will
 be expanding this lesson into the thousandths as a challenge factor. Students have also been
introduced to the 2018 Winter Olympics and learned specifically about figure skating, freestyle
skiing, and luge.

Goals/Anticipated Outcomes
•   Students will use their knowledge of the Olympics and adding decimals to add the scores of
different events up to the hundredths place and thousandths place (extension).

Materials/Resources
•   Resources include Investigations 3 Grade 5 curriculum guide, Investigations 3 Grade 5 student
workbook, and adding decimals informational notes (self-created).
•   Materials include a smart T.V. in which both math warmups and curriculum are presented on,
write and wipe boards/markers in which students do their warm up questions on, ELMO
projector, adding decimals classwork, adding decimals exit ticket, adding decimals homework.

Warmup: (15 min)

•   Put 0.25 in expanded form, round to the nearest tenth and one.
•   Put 0.36 in expanded form, round to the nearest tenth and one.

Intro (Check for Prior Knowledge) (10 min)

•   “Today we are going to work on adding decimals”
•   “Where do we add decimals in real life?” *Bring up Winter Olympics*

Lesson
•   Students will take notes in their math notebooks:
o   Our first step in adding decimals is going to be to line our numbers up according by
the decimal place. When our decimal place is in line, each number is lined up up
according to place value.
o   Next, we are going to drop that decimal down into the answer portion of our problem.
o   And lastly, in order to make our place values similar in each number, we are going to
fill in our empty spaces with zeros. Because does adding a zero to an end of a decimal
make it a different number? And does adding a zero before the decimal place change
the number?
§   Group practice problems: 59.25 + 58.8, 13.90 + 16.10 + 45.5, 47.93 + 47.967
+ 47.562 + 47.475.
•   Class Activity:
o   Having learned about the Olympic sports figure skating, freestyle skiing, and luge
earlier in the week:
§   Students will practice adding scores to get a total score up to the hundredths
place on worksheets.

Extensions
•   If students finish the adding decimals worksheet, they will move on to the daily practice on
Page. 396.
o   While this isn’t practice of adding decimals, it is practice of basic skills that are
essential in fifth grade curriculum.

Assessment
 •   Exit ticket
o   To test the immediate level of understanding students will do one decimal addition
problem before leaving for lunch.
§   28.26 + 18.1
•   Homework
o   After a student comes in and turns in their exit ticket, he/she will receive differentiated
homework depending on the work reflected from the exit ticket.
§   Students who are needing reinforcement, will get the freestyle skiing
homework sheet which incorporates addition of decimals strictly in the
hundredths place.
§   Students who have shown they are proficient in the hundredths place, will get
the luge homework sheet that incorporates addition of decimals up to the
thousandths place.

ELL Adaptations
•   Even though my 3 ELL students range from early advanced to advanced:
o   I have each of my ELL students sitting next to students who are native English speakers
who will aide in helping the ELL to “contribute to class, group, and partner
discussions.”
o   Visual demonstrations in addition to the math notes will also act as a support for my
ELL students.
o   In specific, focus student #1 will be given a mini reference guide that he can keep out
to refer to the rules of adding decimals.

Special Learner Adaptations

o   Focus student #3 is considered to be a special learner in that she gets easily
overwhelmed with the work load expected in fifth grade. Therefore, I will be
eliminating part of her homework depending on her level of understanding displayed
via the exit ticket.
o   Focus student #2 has an IEP, and therefore gets pulled out during the warmup portion
of math. During the class activity while the other students are working independently/in
groups, I will use that time to go over the warmup with him, and clarify any
misconceptions about the lesson. One-on-one instruction has been a successful
instructional strategy that has worked best in the past.
Resources
•   California Common Core State Standards Mathematics
•   California English Language Development Standards
•   Investigations 3 Grade 5 curriculum guide
•   Olympics | Olympic Games, Medals, Results, News | IOC (https://www.olympic.org/)